document resume ci 002 010 - eric · document resume. ci 002 010. mckinnerney, beryl r.; and others...

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CI 002 010

McKinnerney, Beryl R.; And OthersStudent Articulation Between Secondary andPost-Secondary Education: A Suggested Guide.Texas A and H Univ., College Station. Center forCareer Development and Occupational Preparation.Bureau of Adult, Vocational, and Technical Education(DHEMOE), Washington, D.C. Curriculum Center forOccupational and Adult Education.Jun 740PG-73-629158p.Superintendent of Documents, U. S. GovernmentPrinting Office, Washington, D. C. 20402 (Stock No.1780-01294)

EDRS PRICE HP-$0.75 HC-$3.15 PLUS POSTAGEDESCRIPTORS Admission Criteria; *Articulation (Progran); Career

Education; Educational Problems; EducationalPrograms; *Guides; *Post Secondary Education;*Secondary Grades; Student Personnel Services;*Student Problems

ABSTRACTThe suggested guide is presented to serve secondary

and postsecondary administrators, program faculties, admissionofficers, and others in their efforts to alleviate articulationproblems experienced by students in making the transition fromsecondary to postsecondary educational programs. The focus is onindividual articulation from any secondary program or interveningemployment to private, public, or employer based programs andinstitutions. The scope includes all programs of career preparationrepresenting occupations from any of the 15 clusters outlined by theU. S. Office of Education. The body of the guide is divided into twomain sections. The first discusses articulation problems--admisdionpolicies and requirements, student services and assistance programs,and transition management. The second section outlines operationalprocedures and methods of implementation. Each operational procedurecorresponds to a set of articulation problems outlined in the firstsection. They cover: communication, articulation arrangements,curriculum development, recruitment, program coordination, guidanceand counseling of students, entrance requirements, student appraisal,developmental and special student programs, continuing educationprograms, and programs and services to meet special needs. (Aneight-page bibliography is included.) (AG)

STUDENT ARTICULATIONBETWEEN SECONDARY

AND POST-SECONDARY EDUCATION

A SUGGESTED GUIDE

Prepared By:

Beryl R. McKinnerneyPrincipal Investigator andAssociate Project Director

Assisted By:

Roy ThomasProject Director

Herman R. ToddResearch Assistant

TEXAS A&M UNIVERSITY

College of Education

Center for CareerDevelopment and

Occupational Preparation

College Station, Texas

June, 1974

U S DEPARTMENT OF HEALTH.EDUCATION i WELFARENATIONAL INSTITUTE OF

EDUCATIONTHIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED F ROMTHE PERSON OR ORGANIZATION OR KANMANG IT POINTS OF vIEW OR OPINIONSSTATED DO NOT NECE REPRESENT OFFICIAL NATIONAL !NsTITUTE OIEDUCATION POSITION OR POLIO

Developed through the TAM U Career Education Articulation Project pursuantto a contract with the Curriculum Center for Occupational and Adult Educa-tion, U.S. Department of Health, Education, lind Welfare. The opinions ex-pressed herein do not necessarily reflect the position or policy of the U.S.Department of Health. Education, and Welfare and no official endorsement bythe U.S. Department of Health, Education, and Welfare should be inferred.Contract No. OEG 73-6291.

For sale by Superintendent of DocumentsStock Number 1780-01294

ACKNOWLEDGEMENTS

The project staff would like to thank the following people for their contribu-tions to the development of this suggested guide.

NATIONAL ADVISORY AND REVIEW ^OMMITTEES

"Armstrong, B. J.SupervisorEducation OperationsVought Aeronautic's Co.Dallas, Texas

+ Baker. ChloeCounselor-Career GuidancePupil Personnel Services-Area IV2218 Bryan StreetDallas, Texas

+ Etheredge, JohnDirector of Career Education

ProgramsEducational Services

Center-Region 12Box 1249Waco, Texas

+* Foust, Lee102 Batcheller HallOregon state UniversityCorvallis, Oregon

+'Hanneman, JimTrade and Industrial Education

and Career EducationConsultant

Oakland SchoolsOakland County, Michigan

+Kurth, E. L.Professor of EducationDepartment of Vocational and

Adult EducationAuburn UniversityAuburn, Alabama

+Mehallis, GeorgeTechnical/Vocational StudiesMiami-Dade Junior College11380 N.W. 27th AvenueMiami. Florida

ii

Advisory Committee Members+ Reviev- Committee Members

Backstrom, VictorPublic Service Occupations

ProjectCalifornia State Department of

EducationSacramento, California

+Compton, NilesDean, Student Affairs and

PlacementFayetteville Technical InstituteFayetteville, North Carolina

+ * Foresman, FarrisCareer Education SpecialistCobb County Public SchoolsMarietta, Georgia

*Girod, RaymondRegistrar and Director of

AdmissionsOklahoma State UniversityStillwater, Oklahoma

Klein, FrankTransportation Occupations

Curriculum ProjectOhio Department of EducationColumbus, Ohio

+ Lynn, JamesPublic Services Curriculum

Project721 Capitol MallSacramento, California

+ Moffett, CharlesProject CoordinatorFairleigh Dickinson UniversityOffice of Doctoral StudiesTeaneck, New Jersey

*Olive, RobertPlacement OfficerSan Antonio I.S.D.San Antonio. Texas

+Petrie, EdwinTransportat'on Curriculum

Project85 East Gay Street (Suite '708)Columbus, Ohio

"Roney, MauriceExecutive Vice PresidentTexas State Technical InstituteWaco, Texas

'Taylor. GradyProfessorTuskegee InstituteTuskegee, Alabama

+Thompson. TerryBrown and RootP. 0. Box 3Houston, Texas

+Peterson, JohnSouthwest Indian Polytechnic

InstituteP. O. Box 10146Albuquerque, New Mexico

+Pratt, ArdenDean Vocational & Technical

InstituteSouthern Illinois UniversityCarbondale, Illinois

+Sidney, HowardHeadAgri. & Nat. Resources Dept.State University of New YorkCobelskill, New York

+Thompkins, JackVice PresidentTexas State Technical InstituteWaco, Texas

+Tokash, JoeConsultantOffice of the Deputy Associate

Commissioner for OccupationalEducation and Technology

201 East Eleventh StreetAustin, Texas

CONSULTANTSTEXAS A&M UNIVERSITY

Boone. James L. Jr.HeadIndustrial Education Department

Christiansen. JamesAssociate ProfessorAgriculture Education Department

Cleveland. RayAssociate ProfessorEducational Administration

Department

Stenning. WalterAssociate ProfessorEducational Psychology

Department

Borman, ChristopherAssociate ProfessorEducational Psychology

Department

Clark, Donald L.Associate Dean for ReselirelCollege of Education

Perkins, RaymondAssociate ProfessorIndustrial Education Department

USOE REPRESENTATIVES

Brooking, WalterProject MonitorEducation Program Specialist

Bureau of Occupational andAdult Education

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Simpson, ElizabethProject OfficerDirector, Curriculum Center for

Occupational and AdultEducation

TABLE OF CONTENTS

ACKNOWLEDGEMENTS iiINTRODUCTION .. 1

Purpose 1

Terminology 1

Rationale 2Methodology 3

ARTICULATION PROBLEMS 5Admission Policies and Requirements 5

Entrance into an Institution 5Identification of Student Program Objectives 6Student Appraisal 6Developmental Programs and Special Programs for Students 8Continuing Education Programs 9

Student Services and Assistance Programs 10Guidance and Counseling of Students 10Programs to Meet Special Needs 11

Transition Management .. 11

Communications . 12Coordination of Programs 12Recruitment by Institutions 14

OPERATIONAL PROCEDURES ANDMETHODS OF IMPLEMENTATION 15

Operational Procedure 1: Communication 16Methods of Implementation 16

Operational Procedure 2: Articulation Arrangements 19Methods of Implementation 19

Operational Procedure 3: Curriculum Development 21Methods of Implementation 21

Operational Procedure 4: Recruitment By Institutions 23Methods of Implementation 23

Operational Procedure 5: Coordination of Programs 25Methods of Implementation 25

Operational Procedure 6: Guidance and Counseling of Students 28Methods of Implementation 28

Operational Procedure 7: Entrance into an Institution 30Methods of Implementation 30

Operational Procedure 8: Student Appraisal 33

Methods of Implementation 33Operational Procedure 9: Developmental and Special Programs

for Students 36Methods of Implementation 36

Operational Procedure 10: Continuing Education Programs 39Methods of Implementation 39

Operational Procedure 11: Programs and Services to Meet SpecialNeeds ...41

Methods of Implementation 41

BIBLIOGRAPHY 43APPENDIX 55

iv

INTRODUCTION

Without the concern and interest of responsible educators the educationalpath will remain rocky and full of deadends for many students. Educators whoare truly concerned for the student will accept the eharge presented and use thesuggestions in the guide to their maximum potential.

PURPOSEThe suggested guide is presented to serve secondary and post-secondary

administrators, program faculties, admission officers and other representa-tives in their efforts to alleviate articulation problems experienced by studentsin making the transition from secondary to post-secondary educational pro-grams. Although personnel of the receiving program or institution are primar-ily responsible for initiating and implementing appropriate articulation proce-dures, the personnel of the sending program or institution must communicatetheir concerns for alleviating student problems in the articulation process.

Many articulation problems exist for individuals who currently choosefull-time employment and for students in their movement within and betweeneducational programs or institutions that are either secondary or post-secondary in nature. However, the focus of the guide is on individual articula-tion from any secondary program or intervening employment to private, publicor employer based programs and institutions such as community collegesitradeschools,technieal institutes, baccalaureate institutions, manpower programsand apprenticeship or otter employer conducted training programs.

An assumption is made that appropriate curricula exist or will be developedwhich meets the students' needs. It is also assumed that the students' careerchoice-making activities and perceptions of their needs have given adequateconsideration to employer needs and employment opportunities.

Initially the guide was to be applicable to five career education occupa-tional clusters. Those clusters were communications media, construction,manufacturing, public service and transportation. The scope was broadened toinclude all prcgrams of career preparation representing occupations from anyof the fifteen clusters proposed by the United States Office of Education. There-fore, the guide is applicable to all educational programs which provide skilledworkers, tttchnicians, specialists or professionals with the special competenciesneed . d for employment in an occupation or closely related groupof occupations.

TERMINOLOGYA few terms are briefly described with regard to their usage in the guide.

Although some readers may not agree with the definitions, they are presentedin the interezt of clarity and reference.

Articulation refers to the relationships between educational programswhich are designed to provide a smooth transition for the student from oneeducational program to another. This movement of the student between pro-grams can be either horizontal or vertical.

Horizontal articulation includes those relationships between programs,courses or activities which onist at any one educational competency level andprovide a coordinated educational program for the student. Vertical articula-tion refers to those relationships which exist between institutions, programs,

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courses or activities and provide a coordinated program for a student. movingfrom one educational competency level to the Left.

Career education is a planned program of activities and experiences whichfacilitates satisfying and productive career development. Career developmentis the continuous life-long process through which individuals choose. preparefor participate in and adjust to work environments. Career education is com-prised of three major phases to coincide with career development. The firstphase consists of activities and experiences which facilitate realistic careerchoice-making behavior. including educational program selection. The secondphase is made up primarily of programs to assist individuals in developing thespecial competencies needed for participation in work environments to whichthey have made at least some tentative commitments. The third phase consistsof programs which help individuals to enter. participate. adjust and advance inselected work environments. This phase may involve assistance in making newchoices, retraining and updating- eompetencies for continued employment oradvancement and. therefore, may need to make provisions for special programswhereby individuals can recycle through necessary parts of the first twophases.

Occupational education refers to those programs which focus on the secondor preparation phase of career education. It is also a necessary part of some ofthe continuing educ ation programs ;n the third career education phase.

Adult and continuing education refers to those special programs for indi-viduals whose current basic concern is as a full-time worker as opposed to beinga full-time student. Some of those programs are occupational in nature.

RATIONALE

Students are faced with many complex problems when trying to makecarter choices as well as the choice of the program or institution in which topursue that career choice. The problems are multi-faceted In that they may bestudent-generated. administrative, institutional. financial, geographical orsociological in nature.

It is anticipated that the implementation of career education programs. orincreased emphasis on these programs, will affect articulation problems. Dif-ferent implementation patterns and differences in the variety and quality ofprograms may intensify some problems and bring others to the forefront. Stu-dents with a broad background in career education and those with very little ornone will be seeking admittance to the same kinds of post-secondary programs.

Various rates of implementing career education and the fact that each yearsome students may have participated in a longer sequence of career educationactivities will generate a different kind of student population each year for bothsecondary and post-secondary programs. Students will be more aware of theireducational needs and will be seeking programs which may not preseritly existand rejecting those which become obsolete. Some problems may be alleviated bythe students' improved ability in career decision-making and a firmer commit-ment before entry into a preparation program.

Through the implementation of career education in elementary and sec-ondary schools, students leaving them will have increased knowledge concern-ing occupations and, in many cases, job-entry abilities and skills. Students mayhave completed career awareness, orientation and exploration programs whichwere designed to provide some hands-on experience and a knowledge of avariety of occupations in the world of work..Students who have completed thepreparation phase of career education in a secondary program could have

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developed occupational competencies which open the doors to employment, toadvanced education in a post-secondary program, or both.

Two kinds of students will leave elementary-secondary programs: thosewho graduate and those who choose the alternatives of employment or othereducational programs without graduating. Major problems facing both kindsare "Where do I go from here?" and "How do I get them?".

Students who choose the employment alternative without graduating orwithout some adequate career preparation often face limited employment op-portunit es. Work may be limited to menial part -time jobs or full -time jobs withlittle chance for advancement. Educators should be concerned enough aboutthese students to identify them and provide them the opportunity to participatein intensive programs. Such programs should allow students to developminimum occ !national competencies for entering an occupation in which theyare interested.

Graduates of secondary programs have at least three broad choices, de-pending upon the program pursued in the secondary school. They may enter theworld of work, continue educational preparation in some post-secondary pro-gram or enter a post-secondary program after an intervention such as employ-ment or military service. Out of each of these decisions many options arise. Ifthey decide to pursue post-secondary education, the alternatives facing themare numerous. Regardless of the form of post-secondary education pursued, thestudent should be able to make the transition from high school to the post-secondary setting with a minimum of duplicated learning activities.

The basic concern throughout the educational spectrum is for students andthe maximum development of their potentials. "Is it possible to provide asmoother transition for the student from one educational program to the next?""Who should be concerned with student articulation between secondary andpost-secondary programs?" "What can educators do to provide a smoothertransition for the student?" "How can appropriate articulation be achieved?"Each of these questions are of major concern to educators.

The career education clusters of occupations proposed by the United StatesOffice of Education seem to be a convenient system for organizing the world ofwork to serve an unobtrusive function in the student's preparation for makingcareer decisions. These clusters have probably served their intended purposewhen the student has made occupational choices with some commitment toimplementing those choices. Grouping occupations by related knowledge andskill requirements may be more appropriate in occupational education or thepreparation for employment phase of career education.

"When, in the student's educational program, should we educators becomeconcerned about student articulation between secondary and post-secondaryprograms?" Articulation r.hould be a continuous process which begins early inthe students' school lives and continues as long as they participate in educational programs. Articulation to post-secondary programs should start to re-ceive majc r emphasis when students are in the 7th - 9th grade. With successfulimplementation of career education, this is when students will begin makingsome rather realistic educational and occupational plans. Management of thestudent's transition to post-secondary education should be long range and not a"last ditch" effort at the end of the secondary program.

METHODOLOGY

The development of the guide was accomplished in four phases:. . . Phase 1 -- a review of the literature and contact with institutions,

agencies and prejects to identify existing and potential articulationproblems;

. . . Phase 2 a workshop with the project Advisory Committee consistingof 17 nationally known occupational educators representingemployersand both secondary and post-secondary education; and synthesis ofthe information gleaned through Phase 1 and the Advisory CommitteeWorkshop into a rough draft of the guide;

. . . Phase 3 a workshop with the project Review Committee consisting of17 nationally known occupational educators representing employersand both secondary and post-secondary education to review a roughdraft of the guide; and

. . . Phase 4 revision and final production of the guide.Input from occupational educators throughout the project was obtained

through the use of letters of inquiry, professional meetings and conventionsand a survey instrument for evaluating proposed operational procedures andmethods of implementation. As indicated by the selected bibliography, a ratherexhaustive review of the literature was used in the preparation of the guide.

This guide presents problems which students may encounter in making thetransition between institutions and operational procedures for alleviatingthese problems. Since the implementation of several operational proceduresand methods of implementation may be necessary in alleviating one or moreproblems, no attempt was made to match a particular problem to a particularoperational prwedure or method of implementation. Instead, the problyms aregrouped in general areas which correspond to operational procedures. As anexample, problems listed under the heading of "Entrance into an Institution"can be alleviated by implementing some or all of the methods listed underOperational Procedure 7, Entrance Into An Institution. However, it is impor-tant to note that the implementation of other operational procedures andmethods will also help in alleviating problems listed under "Entrance Into AnInstitution".

4

ARTICULATION PROBLEMSThis section presents articulation problems which a student may encounter

in moving from a secondary educational program to a post-secondary program.The problems presented here are not all inclusive and all may not be encoun-tered by any one student. Rather, these suggested problems represent a syn-thesis of articulation problems that educators at both secondary and post-secondary institutions agree are major problems which students in manypost-secondary institutions have encountered.

ADMISSION POLICIES AND REQUIREMENTS

Many post-secondary educational institutions, in an attempt to providequality education, have devised policies which aid in the selection of potentialstudents who have the aptitude to do baccalaureate work. These policies tend tobe discriminatory toward many students not considered as potential bac-calaureate students. Many institutions have instituted open-door admissionprograms designed to include students other than the traditional "college-bound" students.

Problems relative to admissions into an institution, as well as a program,have been identified. These problems have served as barriers to many studentsin their attempt to obtain an education that would assist in their becomingemployable.

Entrance into ar. InstitutionWhen entering an institution, the student often encounters problems

which impede or, in many cases, prohibit admission to that particular institu-tion. The following problems affect students when they are trying to gainentrance into an institution.

Varying Entrance Requirements az Selection of Students. Many secondary school personnel and students have notreadily accepted the right of post-secondary institutionsto select students for entrance into the institution and/orspecific program. The fact that post-secondary institu-tion entrance requirements range from "open-door"admissions to rigorous. selective admissions oftencauses students difficulty in selecting an appropriateprogram to meet their educational objectives.

Use of Student Information Requested by Registrar. . . Because of inadequate admissions staff and the limited

knowledge of many admissions officers concerning oc-cupational programs. a large amount of informationabout students requested from secondary schools isoften not used to its maximum potential. Many times thedifficulty lies in a lack of communication and coordina-tion between and within institutions.

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Identification of Student Program Objectives

Once students have sought admission to a post-secondary Institution, morecomplex problems are imminent when they seek entrance int3 a specific pro-gram. The broad background of work and educational experiences that stu-dents may bring to the post-secondary institution will play a role in theie careerobjectives. Some students may enter an institution with a career choice previ-ously made. However, research indicates that many students enter post-secondary institutions without clearly defined career goals. Upon seeking ad-mission to a specific program, many students encounter the realistic need tomake a definite career choice. The problems presented here affect many stu-dents seeking admission to an *cadmic or occupational program.

Programs Requiring Prerequisites. . . Programs with required prerequisites, (i.e., math, Eng-

lish, science, etc . . .), often are discriminating in thenumber, sex and types of students admitted. Eventhough prospective students may possess the competen-cies required, they may be denied admission to theprogram.

Variatioltio in Completion Requirements. . . Post-secondary institutions have differences in comple-

tion requirements for the same occupational programs.The differences are usually in the time (i.e., number ofclock hours or semester hours required for completion)and/or the amount of traditional or standardized coursesrequired for completion.

. . Prerequisite admissions requirements of many post-secondary institutions do not reflect the competenciesneeded by students entering their programs. A studentwith an inadequate educational background may havedifficulty in achieving; whereas the student with ad-vanced preparation may be forced to repeat the samesubject matter. As a result, students may be "left be-hind" or "bored" and ultimately leave the program.

Student Appraisal

One of the most controversial issues facing educational institutions today istesting of students for admission to institutions and programs. Students enter-ing most post-secondary institutions are presented with various forty.: of ad-mission tests. In many cases these tests are used for selection of students.Because of the varied backgrounds and ethnic origins of students, most of thesetests are biased. In addition, the variety of age groups entering post-secondaryinstitutions makes it difficult to appraise the entering students en masse. Theevaluation of the student as an individual upon entrance to an institution or aprogram is necessary. However, many post-secondary institutions do not

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utilize the information gathered through this evaluation to its maximum po-tential or to benefit the student. Included in the following are articulationproblems which many students encounter in seeking admission to a post-secondary institution or program.

A. Evaluative Testing and Analysis:Performance Testing

. Evaluation of student entrance by performance teatime isnot utilized by most post-secondary institutions. Stu-dents are often not given the opportunity to display oc-cupational competencies to obtain credit by examinationor advanced placement in a course because of the lack ofperformance-based evaluations in most occupationalprograms.

Standardization of Testing. . . Most standardized achievement and aptitude tests ad-

ministered in secondary and post-secondary schools aresex and culturally biased and do not allow for individualdifferences or levels within technologies. Too much em-phasis is placed upon the results of a single test score.

B. Developing and Beginning the Student's ProgramAdvanced Placement

. . . The utilization of advanced placement tests by post-secondary institutions is often impeded by such factorsas inadequate monitoring and feedback from the institu-tion adrainistet lug the tests, reluctance of some institu-tions to honor credits earned by students taking advanceplacement tests and the limited knowledge of the stu-dents concerning the availability of advanced placementopportunities or requirements.

Work Experience Credit. . . Many students with military or previous work experi-

ence or on-the-job training do not receive any consid-eration for credit in occupational programs. Manypost-secondary institutions have not designed meth-ods to evaluate a student's previous military (4. workexperience.

Transfer of Courses. . . The acceptance of occupational courses taken in secon-

dary programs which are similar to post-secondary oc-

cupational programs is difficult since most post-secondary institutions do not generally award credits forcourses completed in secondary institutions. The stu-dent with advanced skills obtained in a secondary occu-pational program often is not provided the opportunityto obtain course credits in a similar post-secondaryprogram through transfer of some of the secondary oc-cupational courses.

Developmental Programs and Special Programs for Students

All students do not exhibit the same characteristics when entering a post-secondary institution or program. Many students have not acquired the neces-sary knowledges and skills to succeed in their selected occupational program.Often they lack proficiency in language skills, mathematics and organizedscience information. Other students may have attained advanced knowledgesand skills in a particular area. Students entering the institution or programhave individual skills, attitudes and abilities which will affect their perform-ance in the post-secondary institution.

Developmental Courses. . . Many secondary students do not take the required sec-

ondary courses needed for entry to many post-secondaryinstitutions. Since there are no uniform policies regard-ing developmental programs, some institutions have toomany while others lack programs or courses needed inthe proper sequence.

Prerequisites. . . Many post-secondary institutions fail to offer prerequi-

sites for occupational courses regarded as college levelwhen students needing introductory courses enroll inthe occupational program.

Orientation Programs. . . Educational institutions often do not provide sufficient

orientation programs, especially for students with spe-cial needs.

Peer and Tutorial Services. . . Too little effort is directed toward identifying students

with evident abitities who need developmental pro-grams. Sufficient effort is not expended to identify stu-dents who have deficiencies that would prevent themfront enter certain educational programs. Studentswith leadership abilities are not identified to be placed in

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specific developmental programs such as peer tutoringnor are students with deficiencies identified who couldbenefit from special tutorial or developmental programswhen they are admitted.

Continuing Education Programs

The adult population is a source of potential students which many post-secondary institutions have not utilized. The adult population includes: recenthigh school graduates; returnees from the military; older adults who haveretired or are changing careers; housewives; and adults returning from thelabor force and seeking upgrading or preparation for a different career. Mostadults have immediate educational needs whereas the recent high schoolgraduate may have long range needs. Many adults have clearly defined goalswhen they enroll in an institution for training, retraining, or to satisfy avoca-tional interests. However, the individual characteristics of the adult studentwill be more varied than the recent high school graduate. Adult students willprobably have work experience which may or may not relate to the programthey enter. This may be true of educational training, on-the-job training ortraining in other educational settings.

Employment. . . Enough emphasis is not given to determining the

abilities and interests of adults for occupational trainingor retraining. Many occupational programs are cur-rently geared for the needs of the youth and are notalways offered at a time and cost equitable to meet theneeds of the adults.

. . . Most adult students are not evaluated and placed in oc-cupational programs according to their previous educa-tional and occupational experiences. The adult student,in most cases, is not given consideration for previouswork experiences outside of formal education.

Cultural. Social and Artistic. . . Adult needs are more complex than those of younger

students. With the present educational structure, thereis a lack of concern for aiding adults in meeting theircultural. social and artistic needs.

. . . Many post-secondary institutions do not provide adultswith activities of an avocational nature. Many adults seekactivities which will be interesting and/or profitableupon retirement.

STUDENT SERVICES AND ASSISTANCE PROGRAMS

Upon seeking entrance to a post-secondary program, the student oftenencounters problems other than those in the admissions procedures. At variouspoints throughout an educational program, students need professional guid-ance and counseling to some extent. Many students need assistance in clarify-ing career goals while other students may need assistance in identifying pro-grams to meet their career goals in making personal adjustments or in meetingthe financial obligations necessary to succeed in a post-secondary educationalprogram.

Guidance and Counseling of Students

While some students enter a post-iecondary institution with a previouslydetermined career choice, many students need guidance and counseling inmaking a career choice or in deciding what program to pursue until a careerchoice has been made. Some students need assistance in qualifying for a par-ticular program while others may need help in identifying opportunities foradvancement in a program.

Counseling Staff Size. . . Counseling staffs of both secondary and post-secondary

institutions are often inadequate for the student load.The staffs are sometimes loaded down with so many tasksthat they are unable to fulfill the needs of the studentswhere career guidance is concerned. Many post-secondary and secondary institutions do not utilize theguidance function of the counselor or the teacher-counselor team effort in guidance.

Qualifications of etUnseling Staff. . . The counseling staff of many educational institutions has

difficulty in relating to students with special needs andproblems. The lack of occupational experience and train-ing in working with special needs places the counselorsat a disadvantage in perceiving individual problems andtrying to relate to the students.

Counseling with the Student. . Many students are required to choose a course of study

or make other educational decisions before they haveadequate knowledge of available occupational programsand employment opportunities. Sometimes the studenthas a difficult time understanding the necessity of ob-taining a saleable skill.

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Programs to Meet Special NeedsStudents entering a post-secondary institution do not have the same

characteristics or abilities. Some students need special activities or programsto help them become productive members of society. Students may need specialactivities or programs because of cultural, economic, psychological or physicalreasons.

Financial. . . There appears to betoo few attempts to provide or make

known financial assistance to occupational students.Since many scholarships and leadership activities arebased on academic achievement, occupational studentsare often considered ineligible because occupationalcourses are considered nonacademic by many educa-tional institutions.

Handicapped Students. . . Not enough effort is made by most educational institu-

tions to acquaint the student with special needs with thecurrent workforce trends as well as educational and fi-nancial assistance available for up-grading or obtainingan occupational skill.

Disadvantaged Students. . . The educational and economic disadvantaged or handi-

capped student is sometimes denied admission to aprogram because of lack of finances, specially trainedstaff and/or special equipment/facilities in the schools.Students with educational deficiencies are sometimesnot provided the opportunity to utilize developmentalcourses to eliminate these deficiencies. Not enough ef-fort is given to identifying students with special needsand potential drop outs early in their educational careerand providing programs to bring them up to job entrylevel.

TRANSITION MANAGEMENT

Movement from one educational institution to another is a major changefor most students. Students entering a post-secondary institution often haveproblems in adjusting to the many different aspects of the new educationalsystem. The student enters the institution unfamiliar, for the most part, withthe advantages and limitations of post-secondary educational programs. Stu-dents are forced to accept new types of responsibilities. Many decisions concern-ing their future must be made at various points in the post-secondary pro-grams. Lack of knowledge by most students of the intricacies of post-secondary

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institutions and programs affects the smooth transition of the student from asecondary institution to a post-secondary institution.

Communications

Many students do not receive maximum benefit from their post-secondaryprogram because of a lack of knowledge of the advantages and limitations of theprogram. Communication between institutions affects the operation and de-velopment of educational programs. Communication between personnel in-volved in the management of the transition of the student affects the student'stransition between institutions.

Communication Between Faculties, Programs, Institutions andother Agencies and Organizations

. . . The faculties and representatives of many secondary andpost-secondary schools are not knowledgeable of whatthe other schools are striving to accomplish. This lack ofcommunication causes duplication of effort as well asconflicts within and between institutions.

Articulation Agreements. . . Very few attempts have been made to develop articula-

tion agreements between secondary and post-secondaryoccupational programs at the local, regional or statelevel.

Philosophy of Occupational Programs. . . Secondary and post-secondary institutions often have

conflicting philosophies between and among institutionsabout the purpose of occupational education. This resultsin communication problems, course duplication, failureof students to succeed and misinformation on transferguidelines.

Secondary Occupational Programs. . . The classification, evaluation and acceptance of second-

ary and post-secondary programs is difficult and the con-tent is hard to determine because of the various coursedescriptions and titles for the same course or courses.This becomes a particular problem for students enteringpost-secondary institutions from similar secondaryprograms.

Coordination of Programs

Educational programs intended to prepare students for employment quiteoften lack coordination between and among the various educational institu-tions and employers.

12

Sharing Equipment, Facilities and Faculty. . . The cost of adding new equipment and building new

facilities is prohibitive for occupational programs thatneed up-dating or expanding. This results in many in-stitutions not accepting or teaching the state-of-the-art.Many secondary and post-secondary institutions havenot attempted to share facilities and equipment for thepurpose of decreasing the cost of up-dating and expand-ing new and/or existing programs.

Duplication of Course Offerings. . . Many secondary administrators are not aware of the

post-secondary course requirements and vice-versa.This results in broad duplication of courses and somesubstandard course offerings. The progress of the stu-dents toward attaining their goals is often slowed orarrested because of educational programs which are notcoordinated between secondary and post-secondaryinstitutions.

Curriculum Development. . . Many institutions have not designed their curricula,

methods of instruction, guidance services and admissionpractices to meet the needs of their students. As a result,courses are not offered at the most opportune time for alarge portion of the adult population. Also a large per-centage of secondary schools still overemphasize the col-lege preparatory programs and neglect occupational andother career programs.

. Many administrators and curriculum developers do notutilize employers, labor unions, apprenticeship pro-grams and other employment related organizations indetermining job entry requirements and competencies.

Cooperative Plans. Many secondary and post-secondary institutions havemade few efforts to develop cooperative plans for imple-menting or developing programs, course content, admis-sion policies and procedures, transfer guidelines andplacement guidelines. This causes a wide variety ofpolicies and procedures among the institutions.

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Recruitment by Institutions

Attracting students to enroll is important to many post-secondary institu-tions to maintain or implement programs. Post-secondary institutions are oftencompetitive in promoting enrollment. In some instances. students are not accu-rately informed as to the advantages and limitations of enrolling in a particularinstitution or program. Some students become dissatisfied with their educa-tional program and drop out because of unfulfilled promises made by somepost-secondary institutions.

Publications. . . Publications and brochures ofmany educational institu-

tions are of a promotional nature and do not always helpthe students select the best program for their individualneeds. The problem is enlarged by the fact that manyinstitutions do not have adequate information describingthe occupational programs to facilitate adequate recruit-ing and placement activities. Many do not adequatelyportray the opportunities for women in careers tradi-tionally considered to be for men and vice versa.

Visitations. . . Post-secondary institution representatives who visit

secondary programs to recruit are often not fully in-formed about some of the occupational programs andsometimes oversell the institution to the prospectivestudents. Visits to post-secondary institutions by theprospective students and their parents are not utilized asa recruitment activity by many post-secondaryinstitutions.

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OPERATIONAL PROCEDURES ANDMETHODS OF IMPLEMENTATION

As indicated before, there are numerous problems facing students makingthe transition from a secondary educational program to a post-secondary pro-gram. The types of problems as well as the complexity of the problems vary fromstudent to student. The student, on one end of the educational spectrum, may beis recent graduate of a high school program or, on the other end, an adult whodropped out of the high school program and is now enrolling to either upgradeskills and knowledges attained in industry or to obtain new skills and knowl-edges. Other students who may be enrolling include: young adults who arereturning to school from military services or employment; military retireesseeking new training; housewives who are seeking occupational or avocationalprograms; and older adults from the labor force. The student may be seekingprograms of an avocational or vocational nature.

Every student or potential student cannot be treated in the same manner.The varied backgrounds, interests, abilities and goals compel educators toconsider each student as an individual with unique characteristics and goals.The educational program, from recruitment through completion, should beflexible to allow for these differences.

It is an impossible task to identify every problem the student will face. It isalso,impossible to identify or suggest every possible solution to these problems.The material presented in this section is, therefore, only suggested articulationpractices which, if implemented, should overcome many of the articulationproblems the student faces in making the transition from a secondary programto a post-secondary program.

The articulation practices presented in this section are organized intooperational procedures and suggested methods of implementation. Each opera-tional procedure corresponds to a set of articulation problems previously out-lined. However, because of the commonalities that exist in many problem areas,the operational procedures and their methods of implementation will also beuseful in alleviating problems in other areas. As an example, operational proce-dures designed to alleviate problems involving entrance into an institution mayalso help in alleviating problems involving communication or curriculum de-velopment. The following operational procedures and their methods of im-plementation are presented as suggestions to alleviating articulation problemsfrom secondary to post-secondary institutions.

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OPERATIONAL PROCEDURE 1COMMUNICATION

A recognized channel for communicationbetween secondary and post-secondary in-stitutions for faculty, students, administrators,admissions officers and counselors should beestablished and actively maintained to providea means for the exchange of information, ma-terials and other matters pertinent to the tran-sition of the student from a high school to apost-secondary program.

There should be a two-way channel for informing, developing, analyzing,evaluating and interpreting all matters relevant to the education of the stu-dent. The post-secondary institutions should take the initiative in organizingand maintaining this channel of communication. However, secondary institu-tions should initiate communication activities in the absence of efforts by thepost-secondary institution. Both the secondary and post-secondary institutionsshould be accountable for establishing this two-way channel of communication.

Methods of Implementation:. A Program Articulation ,Committee consisting of rep-

resentatives from secondary and post-secondary in-stitutions should meet regularly to discuss and developuniform program policies, procedures, requirementsand curricula. The Program Articulation Committeeshould be utilized to consider problems the student hasin making the transition from high school to a post-secondary institution and identify articulation solutionsto these problems. This committee should consist of asecondary program faculty member, post-secondary de-partment head, post-secondary faculty member, an emp-loyer and employee from the employer Advisory Com-mittee and a student in the program. The meetings of thiscommittee could lead to the sharing of labor market in-formation by geographic region.

. An Institutional Admissions Committee should be estab-lished to consider problems dealing with institutionalentrance requirements. This committee should consist of

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post-secondary faculty members, department beads,admissions officers, administrators and secondaryschool representatives.

. . . Counselors at the secondary and post-secondary levelsshould meet regularly to exchange information and dia.cuss matters pertinent to the career counseling andguidance of students. This could include the sharing ofinformation on developmental programs, students serv-ices and entrance programs.

. . . Secondary and post-secondary faculties should be en-couraged and reimbursed, if possible, to attend meetingsand participate in regional, state and national associa-tions of their respective occupational areas.

. . . Whenever feasible, secondary and post-secondary in-stitutions should utilize the same employer AdvisoryCommittee. If this is not possible, at least one employerrepresentative should serve on both the secondary andpost-secondary employer Advisory Committee for eachoccupational area. This would help in coordinating theoccupational programs at the secondary and post-secondary institutions.

. . . Post-secondary institutions should strive to maintaincommunication with other institutions concerning poli-cies, procedures, programs and requirements. Thischannel of communication could be maintained throughan Institutional Articulation Committee. This committeeshould also coordinate articulation activities betweenprograms within the institution. This committee shouldbe composed of a representative of each programarticu-lation committee (usually the department head), the oc-cupational administrator, (dean or director), an institu-tion administrator, an admissions officer, counselors anda representative of the board of directors of the institu-tion concerned.

The implementation of all or a portion of the suggested alternatives willalleviate such articulation problems as: misconception among secondary andpost-secondary faculties concerning their counterpart programs; programcoordination between secondary and post-secondary levels; understanding ofconflicting philosophies of career education; knowledge of admissions person-nel about educational programs at secondary and post-secondary institutions;

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lack of knowledge concerning admi.isions policies and procedures and programrequirements; developmental programs; and curriculum development in sec-ondary and post-secondary institutions. To improve articulation between anyinstitutions, communication must exist

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OPERATIONAL PROCEDURE 2ARTICULATION ARRANGEMENTS

Working arrangements for vertical articu-lation between and among educational institu-tions should be cooperatively established byrepresentatives of secondary and post-secondary faculties, counselors, adminis-trators, admission officers, employer advisorycommittees and students. These arrangementsshould be developed on the local, regional andstate levels and should be commonly under-stood for use by the secondary and post-secondary institutions. These articulation ar-rangements should be reviewed and adjustedas conditions and programs change.

Articulation arrangements between secondary and post-secondary institu-tions concerning all phases of the educational system are essential in providingwell-coordinated educational opportunities for the student. Articulation ar-rangements should be formal written statements between two or more institu-tions. The post-secondary institutions should take the initiative in developingthese articulation arrangements. In the absence of articulation activities, sec-ondary representatives should initiate activities with post-secondary institu-tions to begin the development of articulation arrangements.

Methods of Implementation:

. . . Program Articulation Committees should be establishedat the local level for each program area to develop andrevise, on a regular basis, articulation agreements foreach program area. This committee should consist ofboth secondary and post-secondary representatives.(See Communication)

. . . An Institutional Articulation Committee should be es-tablished to consider articulation problems on an institu-tion wide basis. This committee should meet, at leastsemi-annually. The purpose of this committee should beto provide a coordinated effort between and among pro-grams within the institution. (See Communication)

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. . . Where virtually no coordinated articulation arrange-ments exist between and among institutions, articulationworkshops or seminars should be held between second-ary and post-secondary institutions to establish workingarticulation arrangements.

. . . Representatives of post-secondary institutions shouldmeet on a regional and/or state-wide basis to considerarticulation problems at the local, regional and statelevels. This activity should be coordinated by a repre-sentative of the state education agency reuponsible forsupervising articulation activities.

The implementation of all or part of these practices will assist in alleviatingsuch articulation problems as: communication between and among educationalinstitutions; understanding of occupational programs offered at each level;unnecessary duplication of course offerings; policies and procedures for admis-sions; student servimi and developmental programs; advanced placement; andprogram coordination between institutions. The utilization of an articulationnetwork or system which is organized from the program level throughthe statelevel would be very influential in alleviating many articulation problems.

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OPERATIONAL PROCEDURE 3CURRICULUM DEVELOPMENT

Secondary and post-secondary institutionsshould develop the curricula such that stu-dents may proceed through an occupationalprogram at a rate commensurate with theirabilities and skills. The curricula for the sec-ondary and post-secondary programs shouldbe organized such that a minimum duplicationof courses for the student exists in progressingfrom one educational institution to the next.

Because of the variability of the background of the students, attentionmust be given to the career goals of each individual in order for the institutionsto meet the needs of the students. Students should be permitted to enroll in aprogram at the level they are capable of performing, whether at an advancedlevel or a developmental level, and proceed through the program to completion.Some students may complete the program at an early date while others mayrequire a longer period of time.


. . . Secondary and post-secondary faculties should coopera-tively develop curricula that are complementary and in-volve a minimum amount of duplication of course work.The curricula should be as individualized as possible anddesigned such that the student can progress throughsuccessive stages at either secondary or post-secondaryinstitutions with a minimum amount of duplication ofeffort.

. . . Secondary and post-secondary institutions should or-ganize the curricula into small learning modules. Per-formance objectives should be designed for progressthrough the module, the course and ultimately the pro-gram by the student. Student entry into the programshould be at whatever stage or module the student iscapable of performing.

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. . . Secondary and post-secondary institutions should utilizesome form of record keeping to document the students'competencies as they progress through each educationalprogram. A skills and competency check list signed byeach instructor would be one method of keeping up withthe progress of the student. The skills and competencycheck-list completed at a secondary institution could beused for placement into a post-secondary occupationalprogram.

. . . The curricula for each occupational program should beprogressive from one educational institution to the nextwith built-in opportunities for developmental programs.The Program Articulation Committee should contributeto the development and revision of the curricula for eachoccupational program. The needs of employers and thecommunity should be assessed and represented whencurricula are developed and revised.

. . . Secondary and post-secondary faculty members shouldshare each other's curriculum outline, guides and mater-ials. The curricular materials could be developed jointlyto provide maximum benefit to the student.

. . . Secondary and post-secondary institutions should pro-vide specialized courses and/or programs for studentswho need these activities. Ibis could be in terms of shortcourses and should be offered at hours available to stu-dents of all ages.

The implementation of these alternatives will help solve articulation prob-lems in such areas as: curriculum development; student achievement; studententry into programs; and completion of programs by students. A curriculum.should be designed to meet the needs of the student in terms of employer needs.The curriculum should be utilized to maximize the students' opportunities inachieving their career goals. This necessitates a flexible curriculum organizedin small learning modules which permit students to enter at an advanced stageor a developmental stage and exit at a time commensurate with their abilitiesand skills.

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OPERATIONAL PROCEDURE 4

RECRUITMENT BY INSTITUTIONS

Post-secondary institu ions should clearlyinform potential students of the advantagesas well as limitations of attending the in-stitution.

Students should not be misled into enrolling into an institution or programwhich will not satisfy their educational goals. If the institution is seeking aspecific clientele, the potential students should be alerted to the requirementsand restrictions. The post-secondary institution should present factual data tothe potential student which describes the total atmosphere and purpose of theinstitution or program.


. . . Drop outs and potential drop outs in secondary schoolsshould be alerted to the occupational program oppor-tunities at the post-secondary institutions. This is not toimply that post-secondary institutions should try to en-courage students to drop out of a secondary program toattend a post-secondary program.

. . . A post-secondary institution could circulate a bulletin ornewsletter at least four times a year to the secondaryschools in its service area for the purpose of informingpotential students of the admissions policies and otherpertinent information concerning the institution.

. . . Post-secondary institutions should utilize various formsof media in the recruitment of students. They could in-corporate aspects of the home-based career educationmodel. Post-secondary institutions should also utilizeemployers in recruitment activities.

. . . A post- secondary institution should conduct "Career-Day" and "Career-Night" activities for secondaryschools in its service area. Parents, students and otheradults in the community should be invited to attend theseactivities. Former students and employers should par-ticipate in these recruitment activities.

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. Brochures should be developed by postsecondary in-stitutions to describe the opportunities and program re-quirements of each occupational program. Informationsuch as job availability, possible locations of employmentand the average starting salaries should be included inthese publications. Post-secondary institutions shouldstrive to make women aware of the opportunities incareers which have normally been considered to be formen only and vice versa.

The implementation of these alternatives will help alleviate such problemsas: student information about programs and institutions; visitations tohighschools; misleading brochures and recruitment practices; and communityknowledge and utilmation of occupational programs.

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OPERATIONAL PROCEDURE 5COORDINATION OF PROGRAMS

Secondary and post-secondary institutionsshould provide well-coordinated occupationalprograms for the students. Institutions shouldcooperate in sharing facilities, sharing occupational instructors, developing curricula for theprograms and program organization. The oc-cupational programs should be designed atboth secondary and post-secondary institu-tions such that the student can progress .

through the programs with a minimum amountof duplication.

One of the most important aspects of an articulated educational program isthe coordination or the secondary and post-secondary occupational programs.The curricula utilized in these programs should be complementary to eachother. This implies that the program philosophy of the institutions should beanalogou s. Secondary and post-secondary faculties should strive to provide thestudent with curricula which is continuous and designed to expedite the pro-gression of the student.


. . . A coordinated plan between secondary and post-secondary institutions should be developed for the jointutilization or sharing of the facilities and equipment re-quired for expensive occupational programs. Many oc-cupational programs are not offered at either secondaryor post-secondary institutions because of their exhorbi-taut cost. Through cooperative agreements, aplan couldbe devised allowing for joint purchase and usage ofequipment or for the use of employer owned or operatedfacilities.

. . . Secondary and post-secondary institutions should con-duct area planning for occupational programs to makethe subject matter coverage at each institution relevantto the needs of potential students and the local, state andnational work force.

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. . . Secondary and post-secondary institutions should coop-erate to provide inservice training for instructional andrelated staff. Workshops, seminars and methods ofteaching developmental programs should be offered bythe post-secondary institutions and be available to bothsecondary and post-secondary instructors. Each teachershould be required to attend at least one workshop,course or seminar every three years for purposes ofupdating their teaching skills and knowledges.

. . . Secondary and post-secondary representatives shouldwork together to compile data which reflects the proba-bility of success of students in the occupational pro-grams. These data should be disseminated to appro-priate secondary and post-secondary representatives tobe used in their work with students.

. . . Occupational programs that are already offered shouldbe completely utilized before they are duplicated in anearby secondary or post-secondary institution.

. . . Post-secondary institutions should provide secondaryinstitutions with adequate advance notice concerningpossible changes or adjustments in program entrancerequirements.

. . . Secondary and post-secondary institutions should coop-erate in determining the service area in which new occu-pational programs should be established. Factors suchas expense, availability to students, physical facilitiesand employer needs should be considered in making thisdecision.

The implementation of the suggested alternatives will help alleviate prob-lems such as: duplication of courses at secondary and post-secondary institu-tions; duplication of equipment and facilities; fragmented and divergent cur-ricula; development and implementation of new occupational programs; andcommunication between secondary and post-secondary institutions. The lack ofcoordinated occupational programs between the secondary and post-secondaryinstitutions results in fragmented programs for many students. As a result, theoccupational skills and knowledges obtained by the students in the secondaryschools are not applicable to their chosen occupational program in a post-secondary institution. Institutions should develop cooperative plans for utiliz-ing, to the fullest capacity, occupational programs, faculties, facilities andequipment. This should include offering classes at night and other times suchthat adults who are working full-time or part-time will have the opportunity for

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retraining or updating of their occupational skills. This would mean that sec-ondary facilities could be utilized in the summer, during the evening hours andweekends by post-secondary institutions and vice versa.

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OPERATIONAL PROCEDURE 6GUIDANCE AND COUNSELING

OF STUDENTSSecondary and post-secondary institutions

should provide a coordinated counseling pro-gram designed to simplify and expedite thetransition of the student. The activity of thecounselors should .be directed toward helpingstudents understand the purpose, policies andrequirements of the receiving institution andto help them assess their own abilities and in-terests toward career goals.

Counseling and guidance is at the hurt of the articulation process. Poten-tial students must be provided the opportunity to understand and selectcareergoals based on pertinent and timely information. The counselor should provideimportant services to individuals in helping them to make educational andcareer choices and plans and to assist students in their progress towards asatisfying career.

Methods of Implementation:. . . The counseling staff should be of sufficient size to ade-

quately provide guidance and counseling services to thestudents. Some states suggest a ratio of one counselorper 400 students; however, it is recommended that amore equitable ratio would be one counselor per 300students.

. . . The counselor's office should be located where privacyand immediate and easy accessibility to students areprovided.

. . . Occupational orientation activities and experiencesshould be provided for all counselors. All counselorsshould be familiar with the programs offered by the in-stitution. Some full-time work experience outside of edu-cation could be required. Potential counselors could par-ticipate in cooperative education programs with em-ployers to obtain occupational experience. Counselorscould be required to obtain occupational experiencethrough summer work stations, preferably with a varietyof employers.

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. . . Secondary and post-secondary institutions should selectcounselors who are trained and capable of working withall human beings.

. . . Post-secondary institutions should utilize "peer-group"counseling activities to supplement the activities of thecounseling staff.

. . Every secondary and post-secondary institution ghoul Iprovide systematic opportunities for counselors to up-date knowledges about occupations, various institutionsand counseling techniques. This could be accomplishedthrough workshops, seminars, inservice training pro-grams and co. -4.4erative education programs for the guid-ance and counseling staff.

. . . A team effort in guidance seems most appropriate. Thepost-secondary program faculty should become involvedin guidance before the students enter a specific cur-riculum. The program faculty and counselor shouldcooperate in assisting the students with selection ofprogram and career goals.

. . . Each post-secondary counselor should be responsiblefor specific secondary institutions to be visited onspecified days and evenings at the invitation of the sec-ondary schools. Post-secondary teachers should be in-cluded as a visitation team.

. . . Administrative support to the counseling staff and,perhaps, in conjunction with the library or media center,should be provided by secondary and post-secondary in-stitutions for the purpose of obtaining career guidancematerials, films, books, etc. . . .

Counseling and guidance activities are important for students throughouttheir educational experiences. It is basic to the success of many students. Theimplementation of these alternatives will help alleviate the followingproblems:communication between secondary and postsecondary counselors and facul-ties; size of counseling staff; competencies of the counseling staff; orientationprograms; and definition of the responsibilities of the counselor.

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OPERATIONAL PROCEDURE 7ENTRANCE INTO AN INSTITUTION

Admission to post-secondary institutionsshould be organized into two distinct phases:entrance into the institution; and entrance intoa program. Policies and procedures for institu-tional and program entrance should be de-veloped, published and dissiminated to sec-ondary and post-secondary students, (includ-ing full-time, part-time, adult and continuingeducation students), faculties, counselors, ad-ministrators and admissions personnel.

Admissions policies and procedures should be developed cooperatively bythe appropriate secondary, post-secondary and employer representatives.Criteria for selecting students to attend institutions or to be admitted to pro-grams should be specifically outlined. The skills and/or competencies needed bythe student to enter programs and institutions should be delineated. When aninstitution practices "open-admission", it should state whether "open-admission" applies to institutional entrance only or to all specific programs.


. . . Admissions personnel (registrar and staff) should workcooperatively with secondary and post-secondary rep-resentatives to develop institutional entrance policiesand procedures. Specific criteria should be establishedand reviewed on a regular basis concerning institutionalentrance. Only necessary information about a studentshould be requested by the receiving institution andshould be used in an appropriate. confidential and objec-tive manner.

. . . Policies and procedures for program entrance shouldbe developed cooperatively by a Program ArticulationCommittee of secondary, post-secondary and employerrepresentatives. The committee should meet on a regularbasis to review and revise program entrance policies andprocedures. (See Articulation Arrangements)

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. . . Post-secondary institutions should provide opportuni-ties for students to remove any deficiency which mayaffect their entrance into an institution. Developmentalprograms should be utilized to provide students withopportunities for developing the competencies requiredfor success in the post-secondary institution. (See De-velopmental and Special Programs for Students)

. . . Admission to a specific program should be clearly statedand published. A Program Admissions Committee, con-sisting of a program faculty member, the departmenthead, and the counselor (or student's advisor in the ab-sence of a certified counselor), should be established toprovide procedures for appeal for students with specialproblems.

. . . High school students, who are capable and interested inadvancement in their chosen field, should be permittedto enroll in courses at the post-secondary institutionswhich will aid them in meeting their goals. Appropriatecredit for successful completion of these courses shouldbe awarded the student at both secondary and post-secondary institutions. Enrollment may be part-time orafter regular school hours.

. . . Students entering post-secondary programs should beenrolled at the program level of proficiency at which theyare capable of performing, based on appropriate testsand other appraisal data. (See Student Appraisal)

. . . Post-secondary institutions should provide activitiesand experiences designed to make as simple as possibleand expedite the interview and registration proceduresfor enrolling in the institution.

. . . Those programs which are outside the capabilities ofphysically handicapped students should be identifiedand standards for admission cooperatively developed bythe Program Articulation Committee. (See Communica-tions)

. . . Post-secondary institutions should publish those stand-ards and policies which support selective admission. Thestudent should be made aware of the selective admission

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practices of the post-secondary institution before admit-tance procedures are initiated.

The implementation of these alternatives w91 alleviate problems such as:utilization of information on students requested by post-secondary institu-tions; selection of students; varying entrance requirements; widening thescope of accommodation to more varied student preparation, experience andexpectation; and communication between secondary and post-secondary facul-ties. Entrance into an institution is an important step for students. If studentsare denied admission to an institution or program, they should be advised of thefactors preventing admissions and informed as to what procedures or alterna-tives are available.

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STUDENT APPRAISAL

Students should be admitted into the edu-cational program at a level commensurate withthe competencies they actually haveattained inthat particular area and should be allowed toproceed toward the attainment of their careergoals without duplicate learning of previouslyacquired skills or competencies. The appraisalof the student's abilities, potential and in-terest, should be individually oriented withmaximum benefit to the student and withminimum duplication of previous appraisal ef-forts. The post-secondary program facultiesshould strive to aid students in selecting and/orclarifying their program and occupationalgoals in terms of the labor market.

Each student entering a program has individual characteristics. Entranceinto a program should utilize these characteristics to benefit the student.Special skills or competencies attained by the student in educational,employ-ment or other situations should be assessed in placing the student in anyprogram. A student should be subjected only to necessary testing; however, theskills and competencies the student has should be evaluated with the student inreaching realistic career goals. Secondary and post-secondary representativesshould cooperatively exert an effort to make the student's exit from asecondaryprogram and entrance into a post-secondary program as smooth as possiblewith minimum duplication of effort by the student.


. . . The Program Articulation Committee should determinethe completion requirements for each occupatignelprogram with figssistance from the employer AdvisoryCommittee. A uniform standard for completion of pro-grams bhould be devised whether it be in terms of clockhours, credit hours or demonstrated competencies.These uniform standards should ensure that the studentscompleting a program have the skills and competencies

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required for entry into the occupation for which theyprepared with a probable capability for advancement.(See Communications)

. . . The program entry level of the student should be deter-mined by a Program Admissions Committee composed ofthe counselor, the program instructor and the depart-ment head. The entrance competencies and completionrequirements for all programs should be published anddisseminated to secondary faculties, counselors, poten-tial students and employers to provide students priorknowledge of educational and occupational require-ments of their chosen career. (See Communications)

. . . Pust-secondary institutions should utilize performancetests and individual interviews in evaluating the studentfor program entry. Performance tests should be de-veloped for each program area and made available forthose students with prior experience in that areawhether educationally or employment oriented. TheProgram Articulation Committee should be knowledge-able about these performance tests.

. . . Interviews and advisement services for students with"non-traditional" or special educational and experiencebackgrounds should be utilized by post-secondary in-stitutions. These interviews could be on a one-to-onebasis or held with the Program Admissions Committee.

. . . Post-secondary representatives should recognize the in-efficiency and biased nature of many standardized ap-praisal instruments in assessiag the abilities and poten-tials of students. More emphasis should be placed onprevious performance as indicated by documentationand interviews instead of scores made on appraisalinstruments.

. A continuous record of the student's performance shouldbe kept by the secondary and post-secondary institu-tions. A record of previous performance on a skills andcompetency checklist, signed by the instructor validat-ing the skill or competency, is one method which could beused in lieu of testing. Another is satisfactory completionof previous course content with the amount of credit

84

awarded mutually agreed upon by instructors of bothprograms and the Program Articulation Committee.

. Post-secondary institutions should utilize perform-ance-based advanced placement tests in assessing theentry level of the students. Advanced placement shouldbe awarded students whso satisfactorily display com-petencies in their selected occupational programs. Thestudents should receive credit toward completion oftheir program in terms of clock hours, credit hours, orperformance of competencies. The amount of credit to beawarded should be determined by the Pkogram Articula-tion Committee.

There are many problems the student faces when entering a post-secondary program. It is important that the students bewell-informed concern-ing the opportunities as well as requirements of their chosen career. In manyinstances, the students need to be given advice or assistance in making theircareer choice. The identification of the student's program and program objec-tives is one of the most critical decisions to be mace by the student. It is at thispoint that the student needs, and should receive,help from the program faculty,department head and counselors. It is important that the student be accuratelyassessed and entered into a program. The students should be given the oppor-tunity to begin the new program at the point of exit from high school or from anemployment or military experience. For some students this necessitates ad-vanced placement in some programs and for other students it may indicatedevelopmental programs in some educational areas. Theimplementation of thesuggested alternatives will assist in alleviating problems the student facessuch as: program entrance; identification of program goals; selection ofcourses; meeting required prerequisites; meeting financial and other require-ments; identification of deficiencies; advanced placement; transfer of occupa-tional courses; evaluation of credit; and individual differencesof the students.

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OPERATIONAL PROCEDURE 9DEVELOPMENTAL AND SPECIAL

PROGRAMS FOR STUDENTS

Since many students enter post-secondaryinstitutions with deficiencies in various educa-tional and occupational areas, post-secondaryinstitutions should provide developmental andspecial programs for those students. These de-velopmental and special programs should bedesigned to strengthen the student's prepara-tion and provide reasonable assurance that thestudent has the competencies needed to suc-ceed in that particular program.

Some students enter an occupational program and find they are deficient inone or more areas. Students should be provided the opportunity to overcomeany deficiencies which will impede their progress toward an occupational goal.The students should be alerted to these deficiencies before entering the pro-gram. The removal of deficiencies by students will better prepare them forsuccessful completion of the program and will help in decreasing the drop outrate. Developmental, in this guide, refers to those activities or progrems whichtakes students at their competency level and moves them to the competencyentry level required for successful performance in a particular program.


. . . Developmental programs should be established bypost-secondary institutions to provide courses for up-grading the student in basic study areas such as math,science and communication and language skills. Theprograms should be developed on an individualized basisso that students may take them at any time. These prog-rams should be available to the students duringthe regular schedule, evening schedule and summerschedule. The developmental program may extend theperiod of time required to complete the student's occupa-tional program.

. . . Developmental courses to prepare the student to enterprograms with required prerequisites should be offeredby post-secondary institutions. If an occupational pro-

36

gram requires previous experience or educationalcourses for entry into that program, these prerequisitecourses should be made available for those students de-ficient in these courses and seeking admission to theprogram.

. . . Special services, such as tutorial services by peers orstaff, should be provided by post-secondary institutionsfor students with educational deficiencies. Volunteertutorial programs should be established through clubsand other student organizations. The institution shouldprovide organized financial support for tutors and thestaff of the program.

. . . Post-secondary and secondary institutions should de-velop specialized courses and/or programs and experi-ences for students who need these activities. The ac-tivities should be offered at hours available to students ofall ages.

. . . All developmental courses should be designed such thatthey are related to the student's educational and occupa-tional program goals.

. . . Post-secondary faculty members and counselors shouldendeavor to provide as much assistance as possible tohandicapped or disadvantaged students seeldng en-trance to a program. If finances, facilities or other deter-rents are factors for denying admission to these stu-dents, information and help should be provided to helpthe handicapped or disadvantaged student overcomethese "road-blocks".

. . . Special orientation programs should be provided bypost-secondary institutions to provide the students withknowledge about the institution and the occupationalprogram they are entering. These orientation programsshould be held prior to or during the first week of thestudent's attendance at the institution. Orientation pro-grams should not be an added expense to the student.

. . . Exploratory programs and/or activities should be pro-vided for those students who have not made appropriateeducational or career choices. Special attention should

37

be given to career choice behavior of handicapped ordisadvantaged students. Activities may include inde-pendent study, counseling and student appraisal serv-ices related to career decision making.

The implementation of these alternatives will help alleviate problems thestudent encounters in such areas as: deficient backgrounds; need for develop.mental courses; misunderstanding of the program and institutional policies;need of prerequisite skills or competencies; and need for tutorial assistance.Students entering a post-secondary institution may have differing abilities andbackgrounds. The use of developmental and special programs will help makethese students "teachable" by involved instructors. Developmental programswill permit many students to realize their full potential, increase enrollmentsand graduates, make more cost effective use of educational facilities and pro-grams and add to the number of much needed specialized workers for thenation's workforce.

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CONTINUING EDUCATION PROGRAMS.

Secondary and post-secondary institutionsshould continually develop and offer occupa-tional programs specifically designed for theadult population (those persons not in full-timeeducational programs). The career needs andabilities of the adults of the community andsurrounding areas should be assessed as em-ployment needs change. Occupational pro-grams should be made available to those adultswho desire training, retraining or up-dating inan occupational area or improved competen-cies in special areas of interest.

The largest potential student population in most communities is the adults.With constant fluctuations in work force needs and the advance in technologiescomes the need for short-term and long-term occupational programsoffered inan educational environment for the purpose of keeping the employee trainedfor the job. The work force of the nation must be given the opportunity to keepabreast of the requirements of the job. Those students attending continuingeducation programs come from all walks of life and represent all age groups.These students may be returning to the educational system after a number ofyears in the labor force, military or as a housewife. Some of these students willbe seeking new careers. Whether these students are seeking programs of an*vocational or vocational nature, secondary and post-secondary institutionsshould provide opportunities for these students to reach their specified educa-tional and career goals.


. . . Secondary and post-secondary institutions should havean adult or continuing education division designed toassess the career needs of the adults of the community.Secondary and post-secondary institutions should coop-eratively determine what programs each institution iscapable of offering. Care should be taken to avoid un-necessary duplication of offerings.

39

. . . Continuing education programs should be offered at atime and cost equitable for the adult students. This willprobably necessitate that programs be offered durirgthe evening hours and/or weekends to accommodate theadult student.

. . . The adult student should be given as much help as possi-ble toward meeting the cost of continuing educationprograms. Employers will often pay a portion or all of thecost of these programs. This means that state, federaland private funds provided by employers should be usedas a possible means to finance a share of the costs in-curred by a continuing education program.

. . . Courses and programs of a social, cultural and/or artis-tic nature should be provided for the adult student. Manyadults are interested in developing avocational interestswhich can only be provided through an adult or commun-ity education program which may lead to employmentopportunities for some. The programs to be offeredshould be determined by proximity of student-. and avail-ability of facilities and staff.

The implementation of these alternatives should glp in solving many ofthe problems facing the adult student and society. Some of the problems to bealleviated by these alternatives include adult employment; keeping up with theadvancing technologies; providing occupational education for those needingupgrading on their jobs or preparation for new jobs; and improving theeconomic and social aspects of the community.

40

OPERATIONAL PROCEDURE 11PROGRAMS AND SERVICES TO MEET

SPECIAL NEEDS

Post-secondary institutions should pro-vide programs and services to meet the specialneeds of some students. Student assistanceprograms should be available such as: finan-cial aid programs; cooperative work programs;and work study programs.

Many students entering post-secondary instii;utions have special needsother than career training. In some cases, finances may be Itdeterrent to thestudent enrolling or remaining in a program. In other cases, students needspecial assistance because of a handicap or a deficiency in their background.Some students may need special assistance in overcoming language, reading orcultural differences.


. . . Opportunities for financial aid should be made availableto the occupational students. Placement activities shouldinclude locating part-time jobs for those students need-ing financial assistance. These part-time jobs could bewithin the educational institution or outside employers.More students might seek post-secondary occupationaltraining if finances were not a hindrance.

. . . Postsecondary institutions should provide soak. ance tohandicapped students seeking occupational training.Handicapped] students should be made aware of theirpotential in the various occupational areas and assistedin deciding or clarifying what occupational program isbest suited to their needs, interests and abilities.

. . . Secondary and post-secondary institutions should offerintensified short-term occupational programs for thosestudents who have decided to seek employment. Theseprograms should be specifically designed to bring thestudent to job-entry level so the student is employable.

41

Post-secondary institutions should provide special pro-grams designed to assist students with special needs toattain their objectives. Special courses on social andhuman relations, as well as a history of the various cul-tures of America, would be useful. Education programsin a bilingual mode with bilingual teachers, counselorsand, in some cases, tutors or other cultural interfacepersonnel can increase the probability of success ofmany students with special needs.

These alternatives would help in alleviating problems the students facesuch as: financial difficulties; physical or mental handicaps; unemploymentresulting from dropping out; and opening doors of opportunity for minority andethnic groups in educational programs and society. This area in the educationalprogram for many potential students is one that is usually neglected. In manycases, the failure of institutions to meet the special needs of the students hasresulted in students either deciding not to enroll in post-secondary occupa-tional programs or dropping out before completion.

42

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51

APPENDIXA survey instrument listing operational procedures and methods of im-

plementation was mailed to each of the following people. Each respondent wasasked to give a rating for the value and usefulness of each operational proce-dure and method of implementation.

The project staff would like to thank these people for their contribution tothe development of the suggested guide.

Armstrong, James A.PresidentBlue Ridge Community CollegeU. S. Route 11Weyers Cave, Virginia24486

Carlson, Arthur P.Dean Technical EducationMilwaukee Area Technical College1015 North 6th StreetMilwaukee, Wisconsin53203

Director of ApprenticeshipUtah Apprenticeship CouncilUtah Technical College

. Salt Lake City, Utah84107

Dobbs, VirginiaAssociate DeanTech-Occupational EducationDallas County Community

College DistrictEastfield College3737 Motley DriveMesquite. Texas75149

Doner, AlbertDean of InstructionNassu Community CollegeGarden City, New York11530

Elges, Arthur Jr.Dean Technical EducationHenry Ford Community College5101 Evergreen RoadDearborn, Michigan41828

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Foley, Charles P. Jr.Vocational Education DirectorMississippi Delta Junior CollegeMoorhead, Mississippi38761

Friedman, Jack W.Dean of Technical StudiesCommunity College of Baltimore2901 Liberty Heights AvenueBaltimore, Maryland21215

Gibbs, Walter H.Director of Vocational Technical

EducationHinds Junior CollegeRaymond, Mississippi39154

Greenfield, Richard K.PresidentMercer County Community CollegeP. O. Box BTrenton, New Jersey08690

Hietala, Ronald 0.Communications OfficerOakridge Associated Universities,

Inc.P.O. Box 117Oakridge, Tennessee37830

Howse, John E.Dean of TechnologyIllinois Valley Community CollegeRural Route OneOglesby, Illinois61348

Johnson, CharlesAssistant Dean of Vocational-

Technical EducationKansas City, Kansas Community

Junior CollegeKansas City, Kansas66101

Lea. Ugo .

ChairmanModesto Junior CollegeModesto, California95350 .

53

Whitehead, CharlesDirector of AdmissionsState Technical Institute of

MemphisMemphis, Tennessee37828

Workman, W. W. IIIGreenville Technical Education

CenterGreenville, South Carolina29606

13' U.S GOVERNMENT PRINTING OFFICE 1974-773.726